Attention deficit hyperactivity disorder (ADHD) is one of the most common developmental disorders in children. It is a cognitive and behavioural disorder characterized by increased hyperactivity, inattention and impulsivity. Hyperactive children have difficulties that can cause serious problems for themselves, their family, and other people, but in all other aspects they are normal children. They all have thoughts, feelings, desires and dreams, just like other people. Although it is vitally important for a child with this disorder to be identified as early as possible to provide him and his or her family with adequate treatment, there is a serious risk of getting a diagnosis, which is that the child, once diagnosed, is often viewed exclusively in the terms of that diagnosis. Children with attention disorder and activity in the first and most important aspect are children, not a disorder or problem. In the research conducted in 2017 for the purpose of the final work "Problems of social integration in children with disabilities and attitudes", a low assessment of the educator on their own competence to work with these children was established while at the same high level of awareness of the specificities of the difficulties which imply the cooperation of all the participants of the educational and rehabilitation process and the adaptation of the methodological-didactic approach in a way that will facilitate the socialization of these children. The aim of this paper is to examine to what extent the educators use the appropriate strategies and adapt the ways in which children with disability and attention are well integrated into the preschool system of education.